student, teacher, resource, referral agent,advocate, friend, curriculum expert,counselor, career planner, studentdevelopment specialist, educator, manager,administrators, evaluator, researcher,mentor, information professional, teammember, academic advisor

Curriculum (what advising deals with)Pedagogy (how advising does what it does)Student learning outcomes (the result of

academic advising

Providing academic informationProviding career informationConveying institutional regulations and

proceduresAddressing personal and social concerns

Understanding of Conceptual Framework ofAcademic Advising

Knowledge of InstitutionKnowledge of Student Demographics, Student

Needs, and Special Student PopulationsKnowledge of Tools & ResourcesKnowledge of Relational Aspect of Advising

For the individuals they adviseFor involving others (when appropriate)To their institutionsTo higher educationTo their educational communityPersonally & Professionally

Advise students about academic requirementsand course selection

Provide information about institutional policiesand procedures

Perform and interpret degree auditsAssist students with career planningParticipate in the development, implementation,

review, and presentation of orientations for first-time college students and transfer students

Understand the institution’s interpretation ofFERPA

Case Study

To release information from a student’seducational record, request written consentfrom student

University staff may disclose directoryinformation without written consent- name- address, phone, e-mail- dates of attendance- degrees and awards received- most recent previous institution attended

Monitor student’s academic progress andrecommend solutions to academic difficulties

Case Study

Identify the set of circumstances which led toprobation status- improper choice of major- personal motivation- peer culture- skills- self regulation

Assist student in the development andimplementation of a plan for success

Intrusive advising focusing on more personalrather than professional approach

* Higgins, E. M. (2003). Advising students on probation. Retrieved February 13, 2009 from the NACADAClearinghouse of Academic Advising Resources Web site:http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/probation.htm.

Refer students to the appropriate specializedstaff

Case Study

Be knowledgeable of campus resources – knownames of contact people

Have campus contact list readily availableBe aware of students’ need for referralsHelp make student comfortable with contacting

an outside resource by establish goals forreferral beforehand

Facilitate referral processKeep a record of recommended referrals

You cannot be all things to all peopleToo many duties, not enough timeOutsiders view of advising

Understand what students expect of you To know the college Help them solve problems Communicate effectively

Familiarize yourself with the campus layoutStudy course catalog, brochures, flyers, and websitesSeek the answers to common questionsNetwork with staff and faculty across campusGather as much information as possible regarding the

function of different campus departmentsObserve other advisorsUse theory to inform your advising practiceDevelop rapport first then seek to assess students’

knowledgeKeep detailed student records to jog your memory for

future meetingsHave fun

Create an environment where students feel like they matterProvide students with recognition for accomplishmentsInvolve students in the academic advising process by

allowing them ownership of decisionsFocus on the decision making process and guiding students

through thatPractice active listeningListen for patterns in students’ narrativesAsk probing questionsDemonstrate the usefulness and relevance of information to

students

• Fox, R. (2008). Delivering One-to-One Advising: Skills and Competencies. In V. N. Gordon, W. R. Habley,& T. J. Grites (Eds.), Academic Advising A Comprehensive Handbook (2nd ed.) (pp 342 - 355). SanFrancisco: Jossey-Bass.

Be willing to failTake risksCommit to the advising processHave funBe present and in the moment - - ListenBe obvious – clearly articulate your ideasBe willing to give up some control over the processMake eye contactOpen up awarenessThe most important thing is what the student just

said or did* Merlin Works (2008). Merlin Works Cheat Sheet. [Brochure]. Austin, TX: Author.

Take a bow.

I made a mistake.I feel silly.Oops, that was wrong.I forgot to…I messed up.

Accept This

Three headed expert

“Becoming a good advisor is a lifelong processand there will never be a day when I (can)say, ‘Well I know it all now!’ ”

“I realize…that expertise is developed, notaccomplished.”

*Patrick Lynch, A New Advisor’s Journal. The Mentor: An Academic Advising Journal.